The Nile Egyptian Schools

The Nile Egyptian Schools I have accepted a new position in a new school. The school is new in everything; new school campus, new staff and team, new students, and last but not least a new system. The later is what concerns me; it also interests me and is what I find challenging. I believe it is a great idea and deeply hope it works. It is important to remember that starting an assessment of a program should not wait until the school starts. An evaluation plan should be part of the planning of the initiation of the school, and should be implemented when the teaching begins and even before once the students are accepted. And so, documentation starts from the beginning, and baseline data on students, teachers, and administration personnel can be collected before instruction begins (Fleischman Williams, 1996). The Nile Egyptian Schools Mission states that: NES will provide quality affordable education that is locally and internationally recognized and accredited. The Schools will be recognized for excellence in teaching and learning characterized by quality facilities, strong effective leadership, outstanding teachers and excellent community support. NES will prepare students for academic success and encourage them to be responsible and productive citizens with a strong Egyptian identity. The vision of the school: The Nile Egyptian Schools will provide Egypt with world class citizens who can serve globally as ambassadors of excellence and help position Egypt as a vibrant nation keen on achieving progress, prosperity and well-being for its citizens and the world community. The schools website also shows the aims and values of the school; The NES aim to meet International education standards in terms of recognized curricula, certified teachers, qualified administrative staff and school buildings constructed and equipped to contemporary international standards. These not-for-profit schools will provide high education at affordable fees in partnership with civil society. The curriculum has been designed to meet the needs of the individual learners in the twenty first century, whilst taking account of the aim and objectives of NES project and of Egyptian standards. The system is based on the principles of humanism, tolerance, diversity, democracy, and open-mindedness. The Nile schools are going to be twenty-nine schools; for now, only five will open. The plan is to open one school in every governorate; which would entail a great diversity in the students and in the cultures of each school. The students profiles are going to be extremely diverse, from Upper Egypt in Aswan to Alexandria and Port Said. As such the students will have the same curriculum, same facilities but different teachers and different backgrounds. My students at El-Obour branch will be assessed and compared to other students in the other schools. I find this challenging and needs to be put in consideration when I am evaluating the course and its outcomes. Reflecting on the mission and vision of the schools, and on my new role as the head of the science department in a new school it came to mind that I would need different tools to help me evaluate the teachers in the department, their teaching methods, their ability to interact and handle the students. As such is the case I am attempting to research and probably find or design a tool that would help me achieve my goal. I chose to adopt this framework and tried to adapt it to my needs. This framework, presented here includes both the process and outcome side. It also, focuses on the students and their individuality. Accordingly, I would be able to determine the effectiveness of the science program execution, also understand how the curriculum and teaching process produced this result and how the program could be upgraded to produce a better result more efficiently. To reach the goal of assessing the program and evaluating the outcome, there are three components that should be addressed. Data should be collected and used from these perspectives.  · Students;  · Instruction; and  · Outcomes. Each one is described below. Students This part of the evaluation tool should focus on the students information including, for example, grade level, age, the culture where they are in is it urban or rural (according to the location of the school), socio-economic background (e.g. parents education), skills, grades and test scores from previous schools and all through the year. This data has a great descriptive value; it is also useful for comparisons between other students in the same school or in the other school branches. All the Nile Egyptian schools are providing the same services to all students, but students backgrounds and cultures are going to differ according to the school location. For this I would use these two sheets one general and one specific for each student. This data could be collected once at the beginning of the year and updated if needed. It could be distributed to the parents and filled to save time. I would need this information when reviewing the collective data; it will be also useful when comparing with other schools. The general sheet: Questions How many students are in the same grade in my school (El-Obour)? Number of students taking science in each grade. How many students are in the same grade in all NESs? Number of students taking science in each grade. How many students are in the class to be observed class? Number of students in class. What is the students level in language and science? Scores on achievement tests from previous schools. What is the students basic scientific knowledge before? Scores on a pre-test related to curriculum being evaluated; i.e. an MCQ test to be given on the first or second class session. Second sheet (for individual students): Name Grade Age/ Gender Grade from previous school Comments Instruction (teaching and teaching materials) I think this part is the very essence of my job. I will eventually be leading a team of science teachers asked to deliver the curriculum by the means and the facilities available. According to the school profile, state of the art facilities that are highly technological and laboratory equipment would be available. Through monitoring and observing using an assessment tool I would be able to evaluate the process by which the outcomes or results were achieved and by what is actually taking place in the classroom, rather than what was planned to happen. This would allow us to work on the weaknesses and share the strengths with the other branches. As such I believe my role as a monitor of the science program, whether in the classroom, the laboratory or elsewhere, like field trips inside and outside the school is my number one task. To observe how the program is implemented, and develop teacher training activities that would help them. I would have to include instructional measurable objectives, hours of teaching, teacher characteristic, experience, and innovation in my assessment tool. Being the instructional leader would entail not only observations and evaluations but also building rapport with the teachers and meeting with them before and after class observations, and on regular basis to share ideas and experiences. I would like it too, if the teachers on my team would attend some of my classes; it is good for my professional development, it would also enhance the sense of team collegiality. Pre-observation Conference Date: Teachers Name:______________________ What and when would you like to be observed? (maybe set a time frame for my visit; like in the next week) How do you feel about the lesson? Walk me through your lesson plan. Why did you choose this lesson? What do you want the students to learn by the end of the lesson? How will you check if they got it? What concerns you the most about this lesson? Take me through your lesson plan What is the teaching strategy you want to be observed in this lesson? Classroom management, positive support, instructional monitoring, questioning, other instructional strategies Why did you choose this behavior? Observation instruments to be with me in the lesson while observation: Lesson plan Seating chart and where I would sit Notebook Other: Special conditions/students Reflect on Learning outcome/ objectives met Classroom management Teaching behavior focus Set the date for the post-conference meeting time and place: Any questions? (This sheet is adapted from M. MacCormick 2006) Post-Conference Date: Teachers Name:_____________________ How do you feel about the lesson? My feelings Were the learning objectives achieved?) Teachers comment My comment Discuss changes or suggestions if the lesson would be done again or differently, what would be needed? Classroom Management Teachers comment My comment Suggestions for next classes Teaching Behavior Focus Teachers comment My comment Discuss changes Future training Plan The teachers next teaching behavior focus Develop a training plan with the teacher Summary Summarize and record what was discussed Try to put the conclusions in points I have to remember to give encouraging statement Questions? Complete record of the observation cycle summary Give an estimated time for the next class visit (This sheet is adapted from M. MacCormick 2006) I would like also to use this next tool to have background information of the classes and teachers. This tool also helps me to be clear and set or request from the top management the appropriate training and development programs. Questions Variables 1. What are the measurable objectives? Are these objectives stated clearly? Unit or chapter goals and lesson objectives 2. What are the total hours of teaching per week? Hours/ week 3. What is the teacher/student ratio? Number of students/ class 4. What are the teachers qualifications and experience)? Teachers previous experience 5. What is the type of training available to teachers? Are they fitting and enough? Training and development activities 6. What are the teachers tools, materials and instruments available? Are they suitable and used? Materials and equipment available. (Adapted from Hopstock, Young, and Zehler, 1993 cited in Davis (Gene), 2005) Outcomes This is the last part of what I feel is an effective evaluation; It deals with what to do next. The results of the Cambridge exams are going to be a very important part of the evaluation of the outcome. The top management will look at these results as the sole reflection on the educational process. On the other hand I would like to put into consideration the project work of the students and their portfolios. By this we can evaluate the outcome using both authentic and traditional assessment tools. Assessment is a way we can document our progress. A systematic, ongoing cycle of setting goals or objectives, measuring the achievement of those goals, and using these results to make knowledgeable decisions vital for the departments continuous improvement (Davis (Gene), 2005). Good assessment can enhance the quality of education by providing the necessary evidence to guide us to make the best decisions we can make in many areas: including changes in curriculum, classroom teaching methodology, support individual students, and improvement of the school culture. In other words, we need to know where were standing before we can go any further. In addition to the benefits I will get in my department and school, we, the NESs could use this assessment to improve as a new educational system. With these three key purposes of assessment in mind: à ¢Ã¢â€š ¬Ã‚ ¢ To improve Evaluation should be formative. Assessment provides feedback to help form better programs and services. à ¢Ã¢â€š ¬Ã‚ ¢ To inform Assessment should show a clear image of what is really happening in a classroom or laboratory and can inform others of the effort that is done there. à ¢Ã¢â€š ¬Ã‚ ¢ To demonstrate A good assessment process can answer three related questions: à ¢Ã¢â€š ¬Ã‚ ¢ What are we trying to do? à ¢Ã¢â€š ¬Ã‚ ¢ How well are we doing it? à ¢Ã¢â€š ¬Ã‚ ¢ How are we using what we discover to improve what we will do in the future? The following diagram illustrates this cycle of goal setting tied to evaluations (Davis (Gene), 2005). Analysis of data and presenting it for further use: After collecting the data, starts the next step in the process of evaluation, data analysis and producing a report. This is important for the documentation and writing recommendations to be checked in the next cycle. The evaluation report will include: A description of the achievements of the program, stating and highlighting those instructional methods that were the most effective; A description instructional elements that were unproductive, inefficient and even problematic it will also state areas that need improvement in the future; and A description of the outcomes and the effect of the material taught and how it was delivered on the students as shown by their test scores as well as their portfolios. Thorough observation with accurate documentation will make the data useful for and allow us to make well informed decisions to improve the curriculum and the way it is delivered. In other words, the evaluation report is a tool supporting decision making, program improvement, accountability, and quality control (Davis (Gene), 2005).

JUNE :: essays research papers

To Pay or Not to Pay   Ã‚  Ã‚  Ã‚  Ã‚  June Stephenson’s passage is about how men commit the most crime in America and women are still expected to pay their unfair share for male pursuit. June suggests that since men outnumber women ninety-four to six men should pay one hundred dollars more in their IRS returns. The author carries a chauvinist tone through out the passage and really gets carried away when she starts blaming all men because we are all â€Å"brothers†. I strongly disagree! We can not start pointing fingers and say men commit most of the crime, so men have to pay more taxes. I especially disagree with the statement that we all share the blame for crime, because we are all brothers. How can she expect that us as men take responsibility for actions of other men?   Ã‚  Ã‚  Ã‚  Ã‚  The first reason I disagree is because why should men pay more tax than women, it is like saying if more Latino or black men are in prison Latino and black men should pay more taxes. Does a commuter that uses the freeway five or more times a week pay more tax than a person who does not commute to work and uses the freeway five time in a year? Does a taxpayer with five children pay more school tax than a taxpayer with no kids? We as taxpayers get taxed according to our income not on how much we use tax money.   Ã‚  Ã‚  Ã‚  Ã‚  Another reason I strongly disagree with June’s passage is when she says; â€Å"Your brothers are murders, stock market manipulators, gang rapists, robbers, arsonists, litters, polluters, and child abusers.† What? Women do not commit any of these crimes. The author thinks that just being a male one has to share the blame for crimes because it is our â€Å"brothers†. That is the most illogical and ridiculous thing, I have ever read in my life. Does June share the blame for those women who are in prison because it is her â€Å"sisters†. Finally I disagree about how men do not take responsibly for their contribution to the violence in this country. June says, â€Å"This Country cannot count on its men to rectify its violent nature.† Maybe not all men take responsibly for their contribution to violence but not all men are criminals, there are many men who work hard to rectify violence. Imagine how violence would be if all men did nothing to rectify violence it would be a total chaos.

Preventive Measures for Teenage Pregnancy

There are a lot of teen mothers growing up in this world wondering, what if I would have stayed in school? What could I have become? Would it have made my life easier if I had thought first? Teens don†t think of the consequences of their actions. They don†t think that the aftermath of their irresponsibility can lead to pregnancy. Having a child comes with a lot of responsibility. The teen doesn†t fully understand that all free time is lost, that she will have to find some may to support herself and the child, and that any of her aspirations for future plans are now drastically changed. Children take up a lot of time, which also means, no more school. If we can some how get through to them that this is what happens when you get irresponsible, it will eliminate a big portion of the problem. One of the best ways of getting the point across is to have a guest speaker that has been through a teen pregnancy before. Whether it be, the person that it actually happened to or that teens mother, which is some times even better. It all comes down to the education of the teen being the best form of prevention. The more they know about sex and it†s consequences at a young age the less likely they are to are to go out and be irresponsible about it. Teaching teens about different types of protection and how they work is some times one of the best ways of keeping the number of teen pregnancies down. Not to mention a fall in the number of teen sexually transmitted diseases. The reason why teaching about protection is good is obvious. The reason the words â€Å"some times† are underlined is because teaching them about sex some times drives a teen that normally wouldn†t have had sex till later on in there lives to think, ‘well, it seems like everyone is doing it. If it†s important enough that we must learn about it in school then I guess it†s normal.† So the argument that education is the best prevention goes both ways. On another plane, parents can help and/or hurt the situation. Every once in awhile at the dinner table or in some public place it seems that parents or even relatives are always wanting to know if you have a girlfriend yet or not. This is definitely not an extreme case but there is always that subconscious thought in the back of there heads that†s saying, I guess I should get on the ball and start looking for a mate. On the other hand, though not every parent thinks so, but their children do listen to them. Any words of advice or even telling them about your own experiences as a teen will help. Even if the parent doesn†t know much about the subject they should try to tell the teen that and a little of what they do know. That will make the child think you care and maybe think twice about their actions. Teens are not dumb and if it seems to them that you are making and honest effort and you really believe in what you are saying they will respect that and listen. There is no real solution to the teen pregnancy problem but education and teen to parent communication are good steps in the right direction. We need to let our children know that we are there for them and that we care. After all no one wants to think of what they ‘could have† become.

Present Participles in Spanish Known as Gerunds

Present Participles in Spanish Known as Gerunds The Spanish verb form equivalent to -ing verbs in English is known as the present participle or gerund. The gerund always ends in -ando,  iendo, or rarely -yendo. The Spanish gerunds are used much less than the -ing verbs of English, however. Conjugating Spanish Present Participles The Spanish present participle of regular verbs is formed by removing the -ar ending and replacing it with -ando, or by removing the -er or -ir ending and replacing it with -iendo. Here are examples of each of the verb types: hablar (to speak) - hablando (speaking)beber (to drink) - bebiendo (drinking)vivir (to live) - viviendo (living) The verbs that have irregular present participles almost always use the same -ando and -iendo endings, but they have changes in the stems. For example, the present participle of venir (to come) is viniendo (coming), and the present participle of decir (to say) is diciendo (saying). To prevent awkward spellings, a few verbs use a -yendo ending in the participle instead of -iendo. For example, the present participle of leer (to read) is leyendo (reading). Using Gerunds for the Progressive Tenses As a beginning Spanish student, the way you are most likely to use the present participle is with the verb estar (to be) to form what is known as the present progressive tense. Here are some examples of that usage: Estoy estudiando. (I am studying.) Est lavando la ropa. (He is washing the clothing.) Estamos comiendo el desayuno. (We are eating breakfast.)   Here is the present-tense indicative conjugation of estar combined with a sample present participle to form the present progressive tense: yo - Estoy escribiendo. - I am writing.tà º - Ests escribiendo. - You are writing.à ©l, ella, usted - Est escribiendo. - He/she/you is/is/are writing.nosotros, nosotras - Estamos escribiendo. - We are writing.vosotros, vosotras - Estis escribiendo. - You are writing.ellos, ellas, ustedes - Estn escribiendo. - They/you are writing. The same can be done with other tenses and moods. Although it isnt necessary to learn these yet if youre a beginner, here are some examples to demonstrate the concept: Estarà © escribiendo. - I will be writing.Espero que està © escribiendo. - I hope youre writing.Estaba escribiendo. - I/you/he/she was/were writing. The progressive tenses are used less in Spanish than they are in English. As a general rule, they place an emphasis on the continuing nature of the action. For example, the difference between leo and estoy leyendo is roughly the difference between I am reading and I am in the process of reading. (Leo can also mean simply I read, indicating a habitual action.) Present Participles Used Mostly With Other Verbs One of the major differences between the present participles in English and Spanish is that while the English present participle can frequently be used as an adjective or a noun, in Spanish the present participle is nearly always used in conjunction with other verbs. Here are some examples of the present participle in use: Estoy pensando en ti. (I am thinking about you.)Anda buscando el tenedor. (He is walking around looking for the fork.)Sigue estudiando los libros. (She keeps on studying the books.) Haces bien estudiando mucho. (Youre doing well by studying much.) At this stage, you do not need to analyze these sentences or understand the details of how the present participle is used. Note, however, that in all these examples the gerund is used to indicate some form of continuing action, and that it can be translated using an -ing verb (although it doesnt have to be). Cases where you wouldnt use the Spanish participle to translate an -ing verb include instances where the English present participle is used as a noun or adjective. Note these examples: Ver es creer. (Seeing is believing.)Tiene un tigre que come hombres. (She has a man-eating tiger.)Hablar espaà ±ol es divertido. (Speaking Spanish is fun.)Me gusta comer. (I like eating.)Comprà © los zapatos de correr. (I bought the running shoes.) Also note that while in English we can use the present progressive tense to refer to a future event (as in We are leaving tomorrow), that cant be done in Spanish. You must use either the simple present tense (salimos maà ±ana) or a future tense (saldremos maà ±ana or vamos a salir maà ±ana).

Free Essays on The Unknown Citizen

â€Å"The Unknown Citizen† W. H. Auden’s poem entitled â€Å"The Unknown Citizen† is a portrayal of a conflict between individualism and government control. â€Å"The Unknown Citizen† is a government’s view of the perfect modern man in an unrealistic society. In â€Å"The Unknown Citizen† the government has manipulated human intelligence to the point that they have control over everyone’s lives and minds. The motive behind the portrayal of an equal society is that it will eliminate hatred, envy and war. While this proves true, the numerous side effects such as loss of identity, lack of originality, and loss of personal feelings develop. The satiric society depicted in â€Å"The Unknown Citizen† is the authors attempt to ridicule a political system that tends to depersonalize its citizens and constantly strives to create equality. The attempt to create an equal society to the extreme makes many governments more like a dictatorship or communist system rather than a democracy. The society portrayed in the poem takes the notion of perfection and equality to the extreme. In the poem Auden uses sarcasm to express an obsessive and mindless state that only knows its citizens by numbers and letters, and evaluates their worth with statistics. The ideal citizen is supposed to be â€Å"One against whom there was no official complaint [and] in everything he did he served the community†(5). The idea that a perfect modern man is not meant to have any complaints and to serve the community, suggests that the state requires it’s citizens to work for the benefit of the state, not the individual. The fact that no thing should be questioned shows the obedience to the state that is needed to maintain the utopian society that the poem discusses. During the time period that â€Å"The Unknown Citizen† was written, in the late 1930’s, Americans were issued Social Security cards (similar to Canadian Social Insurance Numbers), each with a personalized ... Free Essays on The Unknown Citizen Free Essays on The Unknown Citizen â€Å"The Unknown Citizen† W. H. Auden’s poem entitled â€Å"The Unknown Citizen† is a portrayal of a conflict between individualism and government control. â€Å"The Unknown Citizen† is a government’s view of the perfect modern man in an unrealistic society. In â€Å"The Unknown Citizen† the government has manipulated human intelligence to the point that they have control over everyone’s lives and minds. The motive behind the portrayal of an equal society is that it will eliminate hatred, envy and war. While this proves true, the numerous side effects such as loss of identity, lack of originality, and loss of personal feelings develop. The satiric society depicted in â€Å"The Unknown Citizen† is the authors attempt to ridicule a political system that tends to depersonalize its citizens and constantly strives to create equality. The attempt to create an equal society to the extreme makes many governments more like a dictatorship or communist system rather than a democracy. The society portrayed in the poem takes the notion of perfection and equality to the extreme. In the poem Auden uses sarcasm to express an obsessive and mindless state that only knows its citizens by numbers and letters, and evaluates their worth with statistics. The ideal citizen is supposed to be â€Å"One against whom there was no official complaint [and] in everything he did he served the community†(5). The idea that a perfect modern man is not meant to have any complaints and to serve the community, suggests that the state requires it’s citizens to work for the benefit of the state, not the individual. The fact that no thing should be questioned shows the obedience to the state that is needed to maintain the utopian society that the poem discusses. During the time period that â€Å"The Unknown Citizen† was written, in the late 1930’s, Americans were issued Social Security cards (similar to Canadian Social Insurance Numbers), each with a personalized ...

Chapter 10 & 11 Assignment Example | Topics and Well Written Essays - 500 words - 1

Chapter 10 & 11 - Assignment Example Managers even have to hire employees for the safety department; the task of the employees of the safety department is to collect information about the incidents that take place in the organization. 2. Incentive programs are used by managers as a means to stimulate employees to use safety measures during their everyday work. Incentive programs have been successful for a certain extent, but these measures even have a downside. Employees do not provide timely information to managers to ensure that managers continue the functionality of the incentive programs. If managers fail to counter the issues in a timely manner, the issues become worse and uncontrollable. When the incentive programs are discontinued by the managers, employee performance decreases and even becomes worse. The theory of needs produced by Maslow states that individuals are motivated to fulfill their needs and they have different levels of needs. The theory even states that individuals first try to accomplish their basic needs, and then they pursue the remaining needs. Example of psychological need includes shelter, example of safety needs includes job security, example of social needs include colleagues in work place, and example of esteem needs includes aims and objectives in life. Once all these needs are fulfilled, managers start helping others. 4. The need achievement theory of McClelland states that individuals have a need to attain power, be affiliated with others and achieve something in life (Friend, 2010, p.236). The theory even states that some individuals have a higher degree of desire to fulfill the need for power than other needs. The theory states that need for achievement refers to an individual’s desire to be around friends and family members, the need for power refers to their desire of being able to influence others and the need for achievement refers to an individual’s desire to achieve aims and objectives in life. 5.

Report from the Internship placement supervisor Essay

Report from the Internship placement supervisor - Essay Example In the task performance, she showed a great desire to learn more from other fellow work mates. She used all her ability of independent thinking and critical analysis whenever she wanted to solve any practical problem. In her journey of internship she got associated with the Guangzhou Residential Furnishing of Ming and Qing Dynasties where she learned so much about the behaviour of the tourists and the reasons why they visit specific sites. She was able to gain a lot of knowledge about the lifestyle of the people of Guangzhou a long with furnished furniture that they most use. She applied her practical skill to refurnish the furniture that were used by the people of the Guangzhou to give them a new look than the previous one. She participated in improving and making unique gates, designers fine glasses as well as curved screens. As a result she gained a wide range of knowledge and skills that she acquired through communicating with other people. While undertaking her duties, she was v ery flexible to employ her skills in solving any practical problem that may arise while at the job. She pioneered innovative spirits whenever she worked, she was very fast at accepting any thing that was new through her constructive thinking to be able to employ her own ideas and visions. One of her favourite areas of operation while undertaking her internship was ingenious exhibition where she perform majorly the task of craftsmanship and creativity. She explored her creative knowledge on various innovative items including canton embroidery collection. She performed all her duties with a lot of intelligence and as a result she got a good reputation with most of her workmates and even with her leaders. She never provided any kind of excuse while at the job and she was ever punctual in reporting for work. She is a character that co-exist well with other